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BFA Design and Technology: Thesis Studio 2

PUDT 4200 C –CRN 5064

Anezka Sebek, Ph.D.

Associate Professor of Media Design, AMT

Tuesdays + Thursdays, 12:10 - 2:50 - D1208

Make an appointment if you want to see me outside of class: sebeka@newschool.edu

IMPORTANT DATES:

Last Day to Add Feb 4

PRESIDENT’S DAY: Feb 19

Last to Drop Feb 25

Last Day to Withdraw Mar 25

SPRING BREAK: Mar 19-25

Last Day of Classes: May 14

Commencement May 16-20

ALL Communication for this course will be via Canvas Announcements.

Our blog where I will link your learning portfolios is: https://bfadtthesis2.wordpress.com

Requirements specific to my studio: BE ON TIME! Communicate with me if you will be

late or absent—send me an email ahead of time!

There are many Open Work Weeks this semester and it is easy to slack off and not you’re your

self-imposed deadlines. Manage your time. I will be doing desk crits on D12 and/or The Making

Center during Open Work Weeks. This is your last semester, make it count!

The following syllabus may shift or change. I will notify you if it does.

Course Description

The BFADT thesis is a systematic investigation of a research question based in the domains of art,

design, and technology. It requires students to identify an area of study, research its major assumptions

and precedents, explain the significance and originality of their undertaking, set forth the process and

method for proposing solutions, create prototypes, and offer a conclusion through the production of a

body of work.

The finished project must evidence originality and experimentation, critical and independent thinking,

appropriate organization and format, and thorough documentation. The Thesis Project can take many

forms, from fine art works to soft/hardware tools, interactive installations, online experiences, or social

experiments. It should demonstrate the application of ideas within an applied context, whether it be in the

areas of design, art, commerce, or theory.

Thesis Studio 2 meets twice weekly. The Thesis Studio 2 course assists graduating BFADT students in

the successful realization and production of their final thesis and the related documentation of the

projects. The course concentrates on the development and further fine-tuning of student’s initial

prototypes into a presentable and functional final project suitable for installation in the BFADT exhibition.

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Students spend the semester in iterative production process, working toward the final design of their

project for the BFADT Thesis exhibition and other related distribution. In addition to having support from a

thesis faculty and writing instructor, students are encouraged to find a thesis advisor/s to work with over

the course of the semester.

The course is delivered in a studio format, which means all students are expected to participate in the

making, discussion, and critique of work. All students are expected to contribute to the dialogue in class

as a substantial part of their grade to demonstrate their understanding, questioning, and unique

perspectives on the subjects studied.

Thesis Studio 2 is the culmination of BFADT Core Studio (i.e.Objects and Collaboration) courses, which

are the nucleus of the curriculum while support and academic electives “orbit” around the studio center.

The onus is on the student to establish intersections across these courses while identifying the

appropriate venues for various modes of discussion (i.e., studio is for critical discourse, support elective is

for technical development.)

Learning Outcomes

By the successful completion of this course, students will be able to:

1. Demonstrate fluency with design methodology and the iterative prototyping process to test and

critically evaluate concepts.

2. Demonstrate effective and innovative research strategies that reflect advances in new

technologies to research questions in student’s chosen domain of interest.

3. Demonstrate effective, persuasive presentation skills and respond constructively to critique.

4. Articulate and formulate a thesis question to frame the trajectory of the student’s research,

writing, and production initiatives.

5. Define a cogent thesis concept that embodies idea-in-form and evidences an original contribution

to the student’s domain of interest.

6. Demonstrate the ability to contextualize the relationship of their work to other art and design

precedent within their domain of interest.

7. Design and execute an appropriate strategy for documenting, presenting and discussing their

thesis project.

8. Writing and design of a final process document. The document is preferably written in ACM

Proceedings format. https://www.acm.org/publications/authors/submissions Please see blog for

Ricardo Munoz ACM paper. Students can use any paper format they choose upon approval of

the instructor.

Evaluation Criteria

Concept

Has the student developed a cogent thesis concept that manifests itself in a demonstrable form and

evidences a significant contribution in its domain?

Communication

How well is the student able to express the ideas about their project, goals and process? This includes

verbal, written and diagrammatic forms of communication such as drawing, mapping, modeling and pre-

visualizing.

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Critical Thinking and Reflective Judgment

To what degree has the student demonstrated and developed critical thinking skills? Reflective judgment

not only asks the questions with concrete answers such as evaluative questions about form,

methodology, materials, utility, ergonomics, aesthetics, style, cultural, experience, research, and process

critique, but also attacks difficult problems of the world that require research and evidence to support

conclusions that can then be offered to the fields encompassed by design and technology.

Creative Process

Is the student incorporating a form- and project-appropriate methodology to their work? Can the student

evaluate how procedural decisions impact their projectsʼ successes and failures? Creative process may

include problem identification, brainstorming, generating ideas, analysis, research, writing of

specifications and constraints, real-world costs, feasibility, testing, iterating along a line of thinking and

then approaching the problem differently in the next cycle, evaluation of process and evaluation of the

form created, integrating and adapting new processes and ideas along the iterative design cycle.

Contextualization

Has the student been able to connect their work and ideas to historical and contemporary precedents,

and to situate their work within the larger discourse surrounding ideas of design and technology?

Integration and Appropriate Use of Technology

Is the student making good choices about the form and type of technology they are using to express their

design concepts?

Iteration, Production, Time Management

Is the student able to scale their project to the appropriate time frame and resources at their disposal?

This takes into account the scope of the project, but also an honest assessment of the student’s interests

and skillset as well as available technical and material resources.

Project Display

Are students able to present the core concepts and experience of their project in an appropriate public-

facing form? This may be one or more of the following: exhibition, demonstration, performance, screening

and/or lecture.

Final Grade Calculation: Class Attendance, Communication, Participation 10%

Presentation 1 (week 3) 10%

Presentation 2 (week 5) 10%

Midterms: Presentation 3 (Week 7) with outside critics 20%

Exhibition design (Week 9) 10%

Presentation design (Week 11) 15 %

Final Presentation to critics (Week 14) 25%

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ATTENDANCE, COMMUNICATION, AND CLASS PARTICIPATION 10% If you are sick or unable to attend EMAIL ME before THE ABSENCE. Be on time out of respect for me and your fellow students. Class begins at 12:10. Be ready to learn at 12:10. Communicate all your problems to me. Problems are my domain. I will help you solve them. Participate and collaborate in class. Your input is invaluable to your colleagues. PRESENTATION 1 (WEEK 3) 10% Deliverables: Reflective five-paragraph essay: 1 page (all essays are properly sourced and cited, no exceptions) POST YOUR WORK TO YOUR LEARNING PORTFOLIO for every presentation. The paper and the blog are part of your grade. Production/Technical Plan for full execution: How might I XXXX? Answer this aesthetically (beauty frames/mock video walk troughs), technically with research, precedents, main inspirations, previous tests, failures and successes of the first semester. PRESENTATION 2 (WEEK 5) 10% Reflective five-paragraph essay: (see format) 3 pages My thesis in context: where will it lead me? POST YOUR WORK TO YOUR LEARNING PORTFOLIO Detailed presentation of a self-evaluation of aesthetic, material, technical, procedural (rule sets for gamers. Have you covered all your bases? Where are your weakest points? WHAT WOULD YOU PRESENT IF THESIS WERE DUE TODAY. Can I play your game and understand it? Can I use your product? Can I experience your film? Your performance? You will be graded by your colleagues in groups. PRESENTATION 3 (WEEK 7) with Critics 20% Reflective five-paragraph essay: 1 page POST YOUR WORK TO YOUR LEARNING PORTFOLIO How might I? answer and Context, Content, Contribution Full Presentation WITH 2D/3D PROTOTYPES or playable game. Videotape of user tests and project in iteration with full project resolution parts. EXHIBITION DESIGN (WEEK 9) Reflective five-paragraph essay: 2 pages POST YOUR WORK TO YOUR LEARNING PORTFOLIO Mock-ups, schematics, drawings, experience walk-through. Exact measurement of space for your work. Audio/video/electrical/technical needs PRESENTATION DESIGN (WEEK 11) Reflective five-paragraph essay: 3 pages POST YOUR WORK TO YOUR LEARNING PORTFOLIO Final presentations are in 3 weeks. WHAT WOULD YOU PRESENT IF THESIS WERE DUE TODAY. Strengths, weaknesses of your project. FINAL PRESENTATION (WEEK 14) Collect your semester’s essays with a full bibliography or works cited. Illustrate your final document with photos of your works in progress and your final work. POST YOUR WORK TO YOUR LEARNING PORTFOLIO. Demonstrate your core argument and the most effective answer to the question. ---- Weekly Schedule

Week 1

01/22-24 Session 1 - Innovation Models (Ken Stevens on blog)and Design Research Introduction,

Work Groups, Production Methods and Documentation Learning Portfolios due (in class).

What are your personal goals for Thesis 2? Learning outcomes 30 min free-write in class.

Session 2 - Collaborative Ideation work on projects in small groups. Presenters will ask

one process question that is impeding their progress toward a finished thesis. The groups

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will be critical and brainstorm and suggest work-arounds and alternatives. Pecha Cucha

Presentations of each other’s projects. Work on Production Calendars and best practices

for doing the best and most innovative work. Identify which innovation model (Ken

Stevens) you are using (Also blog reference reading: Universal Methods of Design).

HAND IN PREVIOUS SEMESTER’S WRITING AND CREATE A LINK ON

YOUR LEARNING PORTFOLIO FOR THESIS 2. I WILL NOT GIVE YOU A

GRADE FOR YOU WORK UNTIL I SEE IT ON YOUR LEARNING PORTFOLIO.

SHARE YOUR THESIS 1 LEARNING PORTFOLIO WITH ME.

Week 2 INDIVIDUAL MEETINGS- Be prepared to answer: who is your audience and how well

01/29-31 have you tested your idea with them? How will your thesis contribute to their lives?

Please write and print a short user persona and user journey with an image. Do you

know your user community well? Who is your community of practice?

Week 3

02/05-07

PRESENTATION 1 and Essay 1* with Detailed Production Calendars and first rough

schematics of exhibition DUE – Ask and answer the Thesis Project Question: How might

I create a (content)? XXX in the context of XXX? This is my contribution XXX. (1 page

essay with your bibliography 20 current inspirations, books, exhibitions, performances in

correct Chicago Manual of Style citation).

Week 4 Open critique in subject matter groups. User test each other’s projects.

02/12-14 Group Assessment and Evaluation with the Thesis 2 Rubric at the end of this

syllabus. How well are you fulfilling all aspects of the rubric?

PRESIDENT’S DAY: Feb 19

Week 5 Five Week Self-Assessment due

02/21 PRESENTATION 2 (critique groups with grade sheets)

Essay 2 – 3 pages My thesis in context: Why this thesis? Where will it lead me-in my life,

my career, my business? Visit the company of your dreams for an information interview

or create an art show/studio visit to see how well your thesis plays with the

audience you select.

Week 6 PRACTICE MIDTERM PRESENTATION

02/26-02/28

Week 7

03/05-07 PRESENTATION 3 PRESENTATIONS with Critics MIDTERM GRADE

Submit refined technical/space specs for exhibition with a model (can be digital or

physical)

How might I? Answer and Context, Content, Contribution Full Presentation WITH 2D/3D

PROTOTYPES or playable game. Videotape of user tests. Project: full resolution of your

entire project or the parts you have completed.

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FINAL EXHIBITION PLAN PRESENTATION IS NOW PART OF MIDTERM

INCLUDE:Mock-ups, schematics, drawings, user experience walk-through. Exact

measurement of space for your work. Audio/video/electrical/technical needs.

Week 8

03/12-14 Open Work Week-I will do desk crits REFLECTIVE ESSAY DUE: Self-critique

Reflective five-paragraph essay: 2 pages What is the audience/user take-away? Is the

project doing what it needs to do? Where are its strengths and weaknesses. Be critical.

What might you do to overcome these obstacles? ADJUST YOUR PRODUCTION

CALENDARS.

SPRING BREAK: Mar 19-25

Week 9 DESK CRITS PRODUCTION REVIEW – ASSESS WHERE YOU ARE.

Week 10 Week 10 Self Assessments due

04/02-04 Individual meetings

Week 11

04/9-11 SHOW PREP – LOOK AT THE SPACE AND MAKE SURE YOUR PLAN ALIGNS

Week 12

04/16-18 Individual meetings: bring all your writing to date printed out. We will be

assembling your writing for your final document.

Week 13 EVALUATION – in class assembly and group work on final presentations,

assembly of final documentation and process blogs.

Week 14

04/30/05-02 Open Work Week, desk crits

Week 15

05/07-09 Final Project Reviews. May 14 – All deliverables will be due (final party).

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REFERENCE READING: Universal Methods of Design (USE THIS AS A METHODOLOGY REFERENCE) https://ebookcentral-proquest-com.libproxy.newschool.edu/lib/newschool/detail.action?docID=3399583 For designers: Sprint: How to Solve Big Problems and Test New Ideas in Just Five Days

by Jake Knapp

For artists:

Art as Experience by John Dewey $12.99 on Kindle

Resources

The university provides many resources to help students achieve academic and artistic excellence. These

resources include:

● The University (and associated) Libraries: http://library.newschool.edu

● The University Learning Center: http://www.newschool.edu/learning-center ● University Disabilities Service: www.newschool.edu/student-disability-services/

In keeping with the university’s policy of providing equal access for students with disabilities, any

student with a disability who needs academic accommodations is welcome to meet with me privately.

All conversations will be kept confidential. Students requesting any accommodations will also need to

contact Student Disability Service (SDS). SDS will conduct an intake and, if appropriate, the Director will

provide an academic accommodation notification letter for you to bring to me. At that point, I will

review the letter with you and discuss these accommodations in relation to this course.

Making Center

The Making Center is a constellation of shops, labs, and open workspaces that are situated across the

New School to help students express their ideas in a variety of materials and methods. We have

resources to help support woodworking, metalworking, ceramics and pottery work, photography and

film, textiles, printmaking, 3D printing, manual and CNC machining, and more. A staff of technicians and

student workers provide expertise and maintain the different shops and labs. Safety is a primary

concern, so each area has policies for access, training, and etiquette that students and faculty should be

familiar with. Many areas require specific orientations or trainings before access is granted. Detailed

information about the resources available, as well as schedules, trainings, and policies can be found at

resources.parsons.edu. Faculty who are planning curriculum that makes use of specific resources should

contact the Making Center in advance to coordinate.

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Grading Standards

Undergraduate

A student’s final grades and GPA are calculated using a 4.0 scale. Please note that while both are listed here, the

4.0 scale does not align mathematically with the numeric scale based on percentages of 100 points.

A [4.0; 95 – 100%]

Work of exceptional quality, which often goes beyond the stated goals of the course

A- [3.7; 90 – <95%]

Work of very high quality

B+ [3.3; 87 – <90%]

Work of high quality that indicates higher than average abilities

B [3.0; 83 – <87%]

Very good work that satisfies the goals of the course

B- [2.7; 80 – <83%]

Good work

C+ [2.3; 77 – <80%]

Above-average work

C [2.0; 73 – <77%]

Average work that indicates an understanding of the course material; passable

Satisfactory completion of a course is considered to be a grade of C or higher.

C- [1.7; 70 – <73%]

Passing work but below good academic standing

D [1.0; 60 – <70%]

Below-average work that indicates a student does not fully understand the assignments;

Probation level though passing for credit

F [0.0; 0 – <60%]

Failure, no credit

Grade of W

The grade of W may be issued by the Office of the Registrar to a student who officially withdraws from a

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course within the applicable deadline. There is no academic penalty, but the grade will appear on the

student transcript. A grade of W may also be issued by an instructor to a graduate student (except at

Parsons and Mannes) who has not completed course requirements nor arranged for an Incomplete.

Grade of Z

The grade of Z is issued by an instructor to a student who has not attended or not completed all

required work in a course but did not officially withdraw before the withdrawal deadline. It differs from

an “F,” which would indicate that the student technically completed requirements but that the level of

work did not qualify for a passing grade.

Grades of Incomplete

The grade of I, or temporary incomplete, may be granted to a student under unusual and extenuating

circumstances, such as when the student’s academic life is interrupted by a medical or personal

emergency. This mark is not given automatically but only upon the student’s request and at the

discretion of the instructor. A Request for Incomplete form must be completed and signed by student

and instructor. The time allowed for completion of the work and removal of the “I” mark will be set by

the instructor with the following limitations: [You should include one the following standards,

depending on the level of your course].

Undergraduate students: Work must be completed no later than the seventh week of the

following fall semester for spring or summer term incompletes and no later than the seventh

week of the following spring semester for fall term incompletes. Grades of “I” not revised in the

prescribed time will be recorded as a final grade of “F” by the Registrar’s Office.

Graduate students: Work must be completed no later than one year following the end of the

class. Grades of “I” not revised in the prescribed time will be recorded as a final grade of “N” by

the Registrar’s Office.

● Responsibility

Students are responsible for all assignments, even if they are absent. Late assignments, failure

to complete the assignments for class discussion and/or critique, and lack of preparedness for

in-class discussions, presentations and/or critiques will jeopardize your successful completion of

this course.

● Participation

Class participation is an essential part of class and includes: keeping up with reading,

assignments, projects, contributing meaningfully to class discussions, active participation in

group work, and coming to class regularly and on time.

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● Attendance

Parsons’ attendance guidelines were developed to encourage students’ success in all aspects of

their academic programs. Full participation is essential to the successful completion of

coursework and enhances the quality of the educational experience for all, particularly in

courses where group work is integral; thus, Parsons promotes high levels of attendance.

Students are expected to attend classes regularly and promptly and in compliance with the

standards stated in this course syllabus.

While attendance is just one aspect of active participation, absence from a significant portion of

class time may prevent the successful attainment of course objectives. A significant portion of

class time is generally defined as the equivalent of three weeks, or 20%, of class time. Lateness

or early departure from class may be recorded as one full absence. Students may be asked to

withdraw from a course if habitual absenteeism or tardiness has a negative impact on the class

environment.

Whether the course is a lecture, seminar or studio, faculty will assess each student’s

performance against all of the assessment criteria in determining the student’s final grade.

● Canvas

Use of Canvas may be an important resource for this class. Students should check it for

announcements before coming to class each week.

● Delays

In rare instances, I may be delayed arriving to class. If I have not arrived by the time class is

scheduled to start, you must wait a minimum of thirty minutes for my arrival. In the event that I

will miss class entirely, a sign will be posted at the classroom indicating your assignment for the

next class meeting.

● Electronic Devices

The use of electronic devices (phones, tablets, laptops, cameras, etc.) is permitted when the

device is being used in relation to the course's work. All other uses are prohibited in the

classroom and devices should be turned off before class starts.

● Academic Honesty and Integrity

Compromising your academic integrity may lead to serious consequences, including (but not

limited to) one or more of the following: failure of the assignment, failure of the course,

academic warning, disciplinary probation, suspension from the university, or dismissal from the

university.

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Students are responsible for understanding the University’s policy on academic honesty and

integrity and must make use of proper citations of sources for writing papers, creating,

presenting, and performing their work, taking examinations, and doing research. It is the

responsibility of students to learn the procedures specific to their discipline for correctly and

appropriately differentiating their own work from that of others. The full text of the policy,

including adjudication procedures, is found at

http://www.newschool.edu/policies/# Resources regarding what plagiarism is and how to avoid

it can be found on the Learning Center’s website: http://www.newschool.edu/university-

learning-center/student-resources/

The New School views “academic honesty and integrity” as the duty of every member of an

academic community to claim authorship for his or her own work and only for that work, and to

recognize the contributions of others accurately and completely. This obligation is fundamental

to the integrity of intellectual debate, and creative and academic pursuits. Academic honesty

and integrity includes accurate use of quotations, as well as appropriate and explicit citation of

sources in instances of paraphrasing and describing ideas, or reporting on research findings or

any aspect of the work of others (including that of faculty members and other students).

Academic dishonesty results from infractions of this “accurate use”. The standards of academic

honesty and integrity, and citation of sources, apply to all forms of academic work, including

submissions of drafts of final papers or projects. All members of the University community are

expected to conduct themselves in accord with the standards of academic honesty and integrity.

Please see the complete policy in the Parsons Catalog.

● Intellectual Property Rights: http://www.newschool.edu/policies/#

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GRADING RUBRIC THESIS 2

BFA DT Thesis Studio 2 Evaluation Rubric Please use the following rubric to evaluate the students in today’s critique. Definitions for each are on the back. The overarching

goal of BFA DT Thesis Studio 2 is the creation of a rigorously contextualized argument for producing a project that answers

problems in the human condition through the use of design, art, and technology.

Student Assessment Date

Reviewer

Excellent Good

Satisfactory Needs Some More

Work Needs Much More

Work

1.Concept

2. Communication

3. Critical Thinking and

Reflective Judgment

4. Creative Process

5. Contextualization

6.Integration and

Appropriate Use of

Technology

7.Iteration, Production and

Time Management

8. Project Display

Specific aspects especially worthy of note: Specific aspects that needed more work:

Summary Comments

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Evaluation Criteria – Thesis 2 Evaluation Rubric

Concept

Has the student developed a cogent thesis concept that manifests itself in a demonstrable form and evidences a

significant contribution in its domain?

Communication

How well is the student able to express the ideas about their project, goals and process? This includes verbal, written

and diagrammatic forms of communication such as drawing, mapping, modeling and pre-visualizing.

Critical Thinking and Reflective Judgment

To what degree has the student demonstrated and developed critical thinking skills? Reflective judgment not only

asks the questions with concrete answers such as evaluative questions about form, methodology, materials, utility,

ergonomics, aesthetics, style, cultural, experience, research, and process critique, but also attacks difficult problems

of the world that require research and evidence to support conclusions that can then be offered to the fields

encompassed by design and technology.

Creative Process

Is the student incorporating a form- and project-appropriate methodology to their work? Can the student evaluate

how procedural decisions impact their projectsʼ successes and failures? Creative process may include problem

identification, brainstorming, generating ideas, analysis, research, writing of specifications and constraints, real-

world costs, feasibility, testing, iterating along a line of thinking and then approaching the problem differently in the

next cycle, evaluation of process and evaluation of the form created, integrating and adapting new processes and

ideas along the iterative design cycle.

Contextualization

Has the student been able to connect their work and ideas to historical and contemporary precedents, and to situate

their work within the larger discourse surrounding ideas of design and technology?

Integration and Appropriate Use of Technology

Is the student making good choices about the form and type of technology they are using to express their design

concepts?

Iteration, Production, Time Management

Is the student able to scale their project to the appropriate timeframe and resources at their disposal? This takes into

account the scope of the project, but also an honest assessment of the student’s interests and skillset as well as

available technical and material resources.

Project Display

Are students able to present the core concepts and experience of their project in an appropriate public-facing form?

This may be one or more of the following: exhibition, demonstration, performance, screening and/or lecture.